Lecture Basics India Lane

Educational Enhancement, UTCVM

You be the reviewer…• What makes a

weak lecture?• What makes a good

lecture?

What do others sayMedical Students

• Enthusiastic• Models, Demos• Interactive

• Excess research commentary

• Reading from slides

Effective Ineffective

Nichols et al, IAMSE, 2006

What do others sayGraduate Students

• Pitched to general audience

• Linked to big picture• Conducive to

questions; time for questions

• Within appropriate time frame

• No general introduction or link to big picture

• Too much jargon, usually undefined

• Expert level only

Effective Ineffective

Courneya, IAMSE, 2006

Fundamentals of the Lecture

• When are Lectures Useful?• Types of Lecture Formats• Planning the Lecture• How to make a point… and maintain

attention• Beginnings and Endings

When are lectures useful?

When are lectures useful?

• The purpose is to teach information• The presenter is effective, comfortable

and the “expert”• The learners are able to assimilate from

lectures• Group size is moderate to large• Facilities are adequate

When are lectures useful?

• The purpose is to teach information– Not readily available– Diverse, scattered– Current – Limited time available– Explain difficult concepts or analysis of

issues– Demonstrate relationships between

information

Fundamentals of the Lecture

• When are Lectures Useful?• Types of Lecture Formats• Planning the Lecture• How to make a point… and maintain

attention• Beginnings and Endings

Lecture Types• Hierarchic • Problem - centered• Chaining• Comparison

– Paired classifications

• Logical dichotomy• Network

Hierarchical• Level 1 point A

– Level 2 point a– Level 2 point b

• Level 2 point B– Level 2 point a– Level 2 point b

• Level 3…

Common Organizing Principles

• Cause to effect• Historical time sequence• Phenomenon or examples theory• Pro versus con or compare/contrast• Familiar unfamiliar• Concept application

Problem Centered

Compare/Contrast

Criterion Upper limbDogARF

Lower limbCatCRF

Chaining

Networks

Core Concept

Fundamentals of the Lecture

• When are Lectures Useful?• Types of Lecture Formats• Planning the Lecture• How to make a point… and maintain

attention• Beginnings and Endings

Planning Lecture Organization

• What are the goals of the lecture, course, program, institution?

• What is the logical structure of the subject matter?

• What is the cognitive structure of students’ minds (currently)?

Planning• What are the most difficult concepts?• What are the most diverse or scattered

concepts?• What relationships within the material are

more subtle than others?• What framework is needed for future

learning?

Planning• What do I really want students to

remember from this lecture…next week.. next year?

• What in my lecture could be better learned by another method?

Example

Source: Rethinking Teaching in Higher Education

Planning• What are the 4 – 5 major points? • How do they fit together?• How do they link to other material?

Planning -Logistics• What room will it be in?• What will I need? Is the technology ready?• Will I need to buy/digitize/request/setup

anything?• Can I get the reading, notes, examples, etc to

the students ahead of time?• What notes do I need?

Questions?• Lecture as teaching method• Lecture types• Planning

Lecture Structure• Introduction• Body • Periodic Summaries• Conclusion

Introduction• Capture attention• Point out a gap in students’

knowledge• Raise a question• Offer a challenge• Pre-questions• Example, case, application

The “Anticipatory Set” or The Dead Body Approach

- “Anticipatory Set” credited to Madeline Hunter

Anticipatory SetExample

Photo courtesy of Dr. Tammy Anderson

Introduction• Capture attention• Point out a gap in students’

knowledge• Raise a question• Offer a challenge• Prequestions• Example, case, application

Who Cares??

Who Cares – Big Picture?• Link backward and forward

– Review from last lecture– How does it fit within section, course,

curriculum, etc– How does it link to concurrent courses

Body• Highlight a few major ideas or

sequences/chunks• Appropriate use of audiovisual

support• Keep highlighting the overall

structure • Use examples where possible

Some “guidelines” about length

• What you say should be no more than about 5 pages single-spaced text (Joanne Chesley, slideshare.net)

• 1 minute per slide• 4 to 5 major points or segments

And Remember…..

•LESS IS MORE!!!

Teach Less Better• Write out everything you want to say

to the students and cut out half of it! (Dennis and Exley, 2009)

Fundamentals of the Lecture

• When are Lectures Useful?• Types of Lecture Formats• Planning the Lecture• How to make a point… and maintain

attention• Beginnings and Endings

Making a point effectively

• Rule

• E.g…..

• Rule

Making a point effectively

• Concisely state the rule– Simple language using 7-8 words– One key word– Less than 5 seconds (Remember

trace decay is quick!!)

Example• PRErenal Azotemia is caused by

hypoperfusion of the kidneys, so that even if the kidneys are working fine, GFR drops and they don’t have a chance to filter the urea and creatinine load.– For example, a vomiting dog might get quite

dehydrated…• So, like in this example, PRErenal Azotemia

is most often caused by dehydration and decreased renal perfusion.

Making a point effectively… what’s the e.g….?

• Display – Word, statement on screen

• Reexpress – Say it another way

• Elaborate– Illustrate– Explain– Detail– Analogies– Relate– Example

Making a point effectively… rule!

• State simply• Give example• Restate (Use the same statement you

started with)

And…

Making a point effectively… rule!

• Rule or Concept– State simply– Give example– Recapitulate– Restate (Use the same statement you started

with)

And…

What happens?

Hearing

Linking words/images to Concepts

AuditoryAnalysis

Linking and Storing Concepts

Visual Analysis

Seeing

Speaking Writing

• Found at http://greatbritishmag.co.uk/lifestyle/the-rise-of-university-memes

Making a More Difficult Point

• E.g.

• Rule

• Rule

• E.g

Making a More Difficult Point

• E.g.» Example(s) » Reasoned interpretations» Observation*

• Rule» Concise statement/display

• Rule» Rexpression

• E.g» New example» Recapitulate, restate

Example• How can protein get in the urine…

– Proteinuria can come from preglomerular, glomerular and postglomerular sources and we always rule out postglomerular causes before pursuing primary glomerular disease.

– In other words, if a dog with persistent proteinuria doesn’t have evidence of urinary tract hemorrhage or inflammation, then we start worrying about glomerular leakage of proteins from a few potential pathologies.

• For example, this is some data from a dog with heartworm disease…

Maintaining Attention

FOCUS

Body

Environment/ World

People

Time

Pollio et al, UT

Students’ Heart Rate Data – Uninterrupted Lecture

Time in Minutes

Heart rate (bpm)

From Falcon Products as viewed at http://elearninginfographics.com/active-learning-and-student-performance-infographic/

Lecture Attention

Shall I tap dance?

Gaining attention• Variation

– Intensity– Pace– Expression– Surprises

Gaining attention• Visual cues

– Gestures– Movement– Eye contact/facial expression

• Demonstrations, cases, activities, questions

• Stories• Use a lot of examples• PAUSES!

Isn’t this just entertainment?

• The brain tends to remember surprises!

• We are wired to react and problem solve in novel and unexpected situations to survive

Videos and Drawings• http://www.youtube.com/watch?v=K

WHasxDRf54http://www.youtube.com/watch?v=KWHasxDRf54

Periodic Summaries• Offers a chance to catch up• Offers a chance to check

perceptions/misperceptions• Makes transitions clearer

For example…• Lecture as a teaching method• Types of Lectures• Lecture planning• Lecture structure

– Introduction– Attention spans– Periodic summaries

More on Transitions• Explain the “jump”• Show a “map”• Ask for Questions, Pose a clicker

question• Relevant Photo or Visual Cue• Follow the organization of the notes

Common Micturition Disorders

Urine Retention

Bladder overactivity/otherFxn

Bladder atony

Fxn Urethral obstruction

Urinary Obstruction

Neurogenic Disorders

(Both) Urethral Incompetence

Urinary Incontinence

Repetition is Good… but Don’t overdo it!

“And then I said…”

Concluding the lecture• Recapitulate major points• Encourage students to formulate

questions• Review organization of the lecture• Ask a student(s) to summarize the

lecture• Propose unanswered questions for next

time or for independent work

Go back to your “hook”• http://www.youtube.com/watch?v=Ii

YUzYozsAQ

Getting feedback• Watch the students• Ask questions• Use classroom

assessments

Getting feedback• Watch the students

– Not necessarily the top students

• Ask questions– Not necessarily to the

ones who answer every time

Pick me, pick me!!

Getting feedback• Audience Evaluations• Peer evaluation• Videotape Review• Voice or Speech

Training• Focus on a few goals

Fundamentals of the LectureSummary

• Use lecture format when appropriate• Plan what to cover and the best

structure/format• Use an Introduction, Body, Periodic

Summaries, Conclusion• Convey the structure to be used• Keep refreshing the structure as you

introduce new points/make links or make transitions

• Use lots of examples and pauses!

References• Bligh, D. A. 2000. What’s the Use of Lectures? San Francisco:

Jossey-Bass. • Exley K and Dennick R. Giving a Lecture, 2nd ed. 2009 (elibrary)• Brown S. Lecturing: A Practical Guide, 2002• Russell. I.J., Hendricson, W.D., & Herbert, R.J. (November,

1984). Effects of lecture information density on medical student achievement. Journal of Medical Education, 59, 881-889.

• Ruhl, K. L., Hughes, C. A., & Schloss, P. J. (1987, Winter). Using the pause procedure to enhance lecture recall. Teacher Education and Special Education, 10, 14-18.

• Woodring, B. and Woodring, R. 2007. “Lecture Is Not a Four-letter Word.” In M. Bradshaw and A. Lowenstein, eds., Innovative Teaching Strategies in Nursing and Health Related Professions. Sudbury, MA: Jones & Bartlett.

Does it work?• Comparison of

short lectures given to Nurse Practitioners on anticholinesterase inhibitors

Gwee et al, IAMSE, 2006

Does it work?

• Statement of objectives

• Dramatic episode• Review• Interactive Questions• Humor• Sequenced, organized• Focused on application

• Traditional factual delivery

Lecture X Lecture Y

Does it work?Final Ratings

• Statement of objectives

• Dramatic episode• Review• Interactive Questions• Humor• Sequenced, organized• Focused on application

• Traditional factual delivery

Lecture X Lecture Y

1.7 – 3.1

3.9 – 4.5

Good Luck!

• http://elearninginfographics.com/active-learning-and-student-performance-infographic/